{"id":20219,"date":"2023-07-25T05:00:00","date_gmt":"2023-07-25T12:00:00","guid":{"rendered":"https:\/\/www.nwea.org\/blog\/?p=20219"},"modified":"2024-07-16T11:48:16","modified_gmt":"2024-07-16T18:48:16","slug":"student-proficiency-the-by-vs-at-years-end-debate","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2023\/student-proficiency-the-by-vs-at-years-end-debate\/","title":{"rendered":"Student proficiency:\u00a0The \u201cby\u201d vs. \u201cat\u201d year\u2019s end debate"},"content":{"rendered":"<div class=\"wp-block-image\">\n<figure class=\"aligncenter\"><img loading=\"lazy\" decoding=\"async\" width=\"850\" height=\"299\" src=\"https:\/\/www.nwea.org\/blog\/uploads\/2023\/07\/student-proficiency-the-by-vs-at-years-end-debate_850x300_hero-e1690223665896.jpg\" alt=\"\" class=\"wp-image-20221\" srcset=\"https:\/\/www.nwea.org\/blog\/uploads\/2023\/07\/student-proficiency-the-by-vs-at-years-end-debate_850x300_hero-e1690223665896.jpg 850w, https:\/\/www.nwea.org\/blog\/uploads\/2023\/07\/student-proficiency-the-by-vs-at-years-end-debate_850x300_hero-e1690223665896-300x106.jpg 300w, https:\/\/www.nwea.org\/blog\/uploads\/2023\/07\/student-proficiency-the-by-vs-at-years-end-debate_850x300_hero-e1690223665896-768x270.jpg 768w, https:\/\/www.nwea.org\/blog\/uploads\/2023\/07\/student-proficiency-the-by-vs-at-years-end-debate_850x300_hero-e1690223665896-720x253.jpg 720w\" sizes=\"(max-width: 850px) 100vw, 850px\" \/><\/figure><\/div>\n\n\n<div style=\"height:3rem\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p>As I mentioned in <a href=\"https:\/\/www.nwea.org\/blog\/2023\/misconceptions-preventing-innovation-and-improvement-in-state-assessments\/\">\u201cMisconceptions preventing innovation and improvement in state assessments,\u201d<\/a> there\u2019s more we can do to better meet the needs of students, educators, teachers, and policymakers. I\u2019d like to look at key questions surrounding emerging through-year assessments, how and when to come up with a summative score, and how we evaluate student proficiency.<\/p>\n\n\n\n<p>About <a href=\"https:\/\/www.education-first.com\/innovations-in-assessment\/our-impact-through-year-curriculum-connected-assessments\/\">a dozen states have developed or are developing through-year assessment models<\/a> in which tests are administered at multiple times during the school year, instead of just once in the spring. This can lead to richer and more actionable data related to student progress, shorter assessments, and even fewer assessments administered overall.<\/p>\n\n\n\n<p>But there is debate over how to handle the summative results and whether students still need to be tested at the end of the year if, along the way, they meet the expectations for proficiency on an early administration of the assessment. Should states consider when a student shows what they know and can do <em>by<\/em> the end of the year or only <em>at<\/em> the end of the year? This distinction affects the options available\u2014and the decisions made\u2014for state testing systems.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The advantages of looking at data <em>by<\/em> year\u2019s end<\/h2>\n\n\n\n<p>There are several advantages if states look to ensure students are proficient <em>by <\/em>the end of the year. Students who show proficiency early could:<\/p>\n\n\n\n<ul>\n<li>Advance to other topics deeply within and even off grade level, potentially leading to more growth for advanced students<\/li>\n\n\n\n<li>Sit out later test administrations<\/li>\n\n\n\n<li>Take other types of assessments that can provide additional information about student learning<\/li>\n\n\n\n<li>Complete a \u201ccheck-in\u201d at the end of the school year to ensure continued progress<\/li>\n<\/ul>\n\n\n\n<p>If states are locked into a model of measuring on-grade proficiency <em>at <\/em>the end of the year, all kids need to take spring assessments, regardless of their earlier performance. This is the status quo because we assume students may forget and not maintain an earlier level of performance. Yet we also assume that a student\u2019s performance in spring is sufficient to consider the following fall, when there\u2019s more than ample research that students experience <a href=\"https:\/\/www.nwea.org\/blog\/2021\/summer-learning-loss-what-we-know-what-were-learning\/\">summer learning loss<\/a>. We don\u2019t require students to retest in the fall, just in case.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Where we can see <em>by <\/em>the end of year in action<\/h2>\n\n\n\n<p>Because of the current rhetoric around accepting only springtime performance, most states leveraging through-year models count only the spring administration for accountability purposes, with two exceptions: In Louisiana, all three test administrations are used to inform a student\u2019s final summative scores. Six other states leverage one of the earliest through-year assessment designs, the <a href=\"https:\/\/dynamiclearningmaps.org\/dlm-assessments\">Dynamic Learning Maps<\/a> (DLM). DLM instructionally embedded (IE) assessments combine results from assessments administered in fall and spring to produce a summative student score. This system has passed the assessment portion for peer review for ELA and math assessments.<\/p>\n\n\n\n<p>Outside the traditional accountability assessments, <a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/competency-based-education\/\">competency-based education<\/a> has long valued student proficiency <em>by<\/em> the end of the year. In a competency-based education system, students demonstrate proficiency based on when they are ready to show mastery, and assessments are meant to provide timely information to inform a student\u2019s learning along the way. <a href=\"https:\/\/aurora-institute.org\/cw_post\/competency-based-education-across-america\/\">Nearly every state has policy supporting competency-based education<\/a>, and <a href=\"https:\/\/www.the74million.org\/article\/how-standards-based-grading-is-empowering-arizona-students-to-own-their-education\/\">more districts and schools are implementing competency-based education<\/a> practices. An assessment model that prioritizes <em>by<\/em> the end of year proficiency would also help support states, districts, and schools implementing competency-based education practices.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Policy must lead<\/h2>\n\n\n\n<p>Changing assessment systems that currently prioritize student proficiency <em>at<\/em> the end of the school year is, ultimately, a policy decision. There are many defensible measurement models to leverage earlier performance. State leaders should work in partnership with their educators, school leaders, and community members to consider how policy decisions might impact their current accountability models, including how growth might be considered, testing logistics, and more.<\/p>\n\n\n\n<p>We believe states should choose what works best for them, while keeping at the forefront an assessment that is reliable, is valid, and holds students to a high standard. We\u2019re concerned, however, that debate over the two approaches and whether they are equally worthwhile is slowing the adoption of innovative through-year models and encouraging states to only produce assessments with traditional, end-of-year summative scores.<\/p>\n\n\n\n<p>What are your thoughts? Do you have ideas on how we can better design assessments to allow students to show proficiency throughout the school year? Let us know. We\u2019re @NWEAPolicy on Twitter.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>As I mentioned in \u201cMisconceptions preventing innovation and improvement in state assessments,\u201d there\u2019s more we can do to better meet the needs of students, educators, teachers, and [&hellip;]<\/p>\n","protected":false},"author":208,"featured_media":20223,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_metadesc":"There are questions about through-year K\u201312 assessment, how and when to determine a summative score, and how we evaluate student proficiency.","footnotes":""},"categories":[560],"tags":[637],"grade_level":[],"product":[],"theme":[],"coauthors":[{"id":208,"name":"Katie Carroll, NWEA","link":"https:\/\/www.nwea.org\/blog\/author\/kcarroll\/","avatar_urls":{"24":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","48":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif","96":"https:\/\/www.nwea.org\/blog\/wp\/wp-includes\/images\/blank.gif"}}],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.14 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Student proficiency:\u00a0The \u201cby\u201d vs. \u201cat\u201d year\u2019s end debate - Teach. Learn. Grow.<\/title>\n<meta name=\"description\" content=\"There are questions about through-year K\u201312 assessment, how and when to determine a summative score, and how we evaluate student proficiency.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.nwea.org\/blog\/2023\/student-proficiency-the-by-vs-at-years-end-debate\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Student proficiency:\u00a0The \u201cby\u201d vs. \u201cat\u201d year\u2019s end debate - Teach. Learn. 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